Unit 2 Module 5 (review!!) Flashcards
In which version of IDEA was Assistive technology first introduced?
A. 1975 Version
B. 1990 Version
C. 1997 Version
D. 2004 Version
B. 1990 Version
Which version of IDEA first mandated that the assistive technology be provided at no cost to the student?
A. 1975 Version
B. 1990 Version
C. 1997 Version
D. 2004 Version
D. 2004 Version
What version of IDEA first mandated that IEP teams consider assistive technology for all students with disabilities?
A. 1975 Version
B. 1990 Version
C. 1997 Version
D. 2004 Version
C. 1997 Version
PL 45–186 authorized funding for the production of Braille materials by the American Printing House for the Blind. Louis Braille published the Braille code (Blackhurst, 2005a).
A. 1900
B. 1958
C. 1953
D. 1832
D. 1832
Electric amplifying devices for individuals with hearing impairments were introduced.
A. 1900
B. 1958
C. 1953
D. 1832
A. 1900
PL 85–905 provided funding to purchase and distribute closed-captioned films to state schools for the deaf. invention of devices to magnify printed material.
A. 1900
B. 1958
C. 1953
D. 1832
C. 1953
PL 90–247, Elementary and Secondary Education Amendments of 1968, legislated the provision of educational technology for students with disabilities.
A. 1973
B. 1968
C. 1975
D. 1988
B. 1968
Section 504 of the Rehabilitation Act was passed. It was the first federal civil rights protection for people with disabilities in the United States.
A. 1973
B. 1968
C. 1975
D. 1988
A. 1973
PL 94–142, Individuals with Disabilities Education Act (IDEA) passed, ensuring services to children with disabilities throughout the United States.
A. 1973
B. 1968
C. 1975
D. 1988
C. 1975
PL 100–407, Technology-Related Assistance for Individuals with Disabilities Act, also known as the “Tech Act,” passed.
A. 1973
B. 1968
C. 1975
D. 1988
D. 1988
PL 101–476, reauthorization of IDEA, passed. It included the Tech Act’s definition of assistive technology as well as provided for assistive technology if the Individualized Education Program (IEP) team determined it was needed.
A. 1998
B. 1997
C. 2004
D. 1990
D. 1990
IDEA was reauthorized again and mandated that IEP teams consider assistive technology for all students with disabilities, shifting the focus of assistive technology as primarily for students with more severe or low-incidence disabilities (for example, students with visual impairments or students with severe intellectual disability) to also include students with high-incidence disabilities, such as individuals with learning disabilities.
A. 1998
B. 1997
C. 2004
D. 1990
B. 1997
The Tech Act was reauthorized.
A. 1998
B. 1997
C. 2004
D. 1990
A. 1998
The Tech Act was reauthorized again as the Assistive Technology Act, and IDEA was reauthorized as The Individuals with Disabilities Education Improvement Act.
A. 1998
B. 1997
C. 2004
D. 1990
C. 2004
SETT involves the identification and consideration of the student (for example, strengths, needs, preferences); the environments in which the student functions; and the tasks the student is expected to perform.
A. Matching Person and Technology (MPT)
B. Wisconsin Assistive Technology Initiative (WATI)
C. Student, Environments, Tasks, and Tools (SETT)
C. Student, Environments, Tasks, and Tools (SETT)
The MPT framework also suggests that assistive technology devices or tools should match with the student (strengths, challenges, attitudes, and interests); work within the student’s contexts; and fit the student’s tasks (Bryant & Bryant, 2003; Raskind & Bryant, 2002; Scherer & Craddock, 2002).
A. Matching Person and Technology (MPT)
B. Wisconsin Assistive Technology Initiative (WATI)
C. Student, Environments, Tasks, and Tools (SETT)
A. Matching Person and Technology (MPT)
The WATI team developed an assessment system to help identify the types of technology that may benefit students with various disabilities, based on each student’s individual abilities and challenges, environments, and tasks (Gierach, 2009).
A. Matching Person and Technology (MPT)
B. Wisconsin Assistive Technology Initiative (WATI)
C. Student, Environments, Tasks, and Tools (SETT)
B. Wisconsin Assistive Technology Initiative (WATI)
The UKAT Toolkit provides resources in the form of worksheet-like pages for an IEP team to complete in order to guide the team through assistive technology decision making. (Lahm et al. (2002)
A. University of Kentucky Assistive Technology (UKAT) Toolkit
B. C. Student, Environments, Tasks, and Tools (SETT)
C. National Assistive Technology Research Institute (NATRI) Assistive Technology Planner
A. University of Kentucky Assistive Technology (UKAT) Toolkit
The NATRI Assistive Technology Planner can be used by teachers, parents, and students to actively participate in assistive technology planning and decision making on an IEP team (Bausch & Ault, 2008; Bausch, Ault, & Hasselbring, 2006).
A. University of Kentucky Assistive Technology (UKAT) Toolkit
B. C. Student, Environments, Tasks, and Tools (SETT)
C. National Assistive Technology Research Institute (NATRI) Assistive Technology Planner
C. National Assistive Technology Research Institute (NATRI) Assistive Technology Planner
Student, Environments, Tasks, and Tools (SETT)
A. Usually examines the type of technologies available for students and access to available funding
B. Requires that IEP team members explore the environment in which a student is educated to determine the appropriateness of the technology
C. Includes the identification and consideration of the student, the environments in which the student functions, and the tasks the student is expected to perform
C. Includes the identification and consideration of the student, the environments in which the student functions, and the tasks the student is expected to perform
Wisconsin Assistive Technology Initiative (WATI)
A. Mainly used to assess students’ use of AT and the efficacy with which such technologies are used
B. Typically used to assess the type of technologies available for students and assess the funding available
C. Used to identify the types of technology that may benefit students with various disabilities, based on students’ abilities and challenges, environments, and tasks for IEP consideration
C. Used to identify the types of technology that may benefit students with various disabilities, based on students’ abilities and challenges, environments, and tasks for IEP consideration
University of Kentucky Assistive Technology (UKAT) Toolkit
A. Recommends that IEP team members consider at least two different types of AT devices for students with disabilities
B. Requires that IEP team members complete worksheet-like pages in order to guide the AT decision process
C. Mainly used to assess students’ use of AT and the efficacy with which such technologies are used
B. Requires that IEP team members complete worksheet-like pages in order to guide the AT decision process
National Assistive Technology Research Institute (NATRI)
A. Provides IEP team members with an AT planner to promote participation by all members
B. Promotes research as the means through which IEP team members should assess AT and participate in the AT decision-making process
C. Requires that IEP team members complete worksheet-like pages in order to guide the AT decision process
A. Provides IEP team members with an AT planner to promote participation by all members
Matching Person and Technology (MPT)
A. Requires that IEP team members explore the environment in which a student is educated to determine the appropriateness of the technology
C. Usually examines the type of technologies available for students and assesses the funding available
C. Includes the identification and consideration of the student, the environments in which the student functions, and the tasks the student is expected to perform
C. Includes the identification and consideration of the student, the environments in which the student functions, and the tasks the student is expected to perform
Assistive technology is typically selected and implemented to assist a student with or without an IEP.
True
False
False
After assessing a child for AT, the IEP team has an obligation to select tools that are able to work for the student in the school, home, and other environments.
True
False
True
assistive technologies are typically tools or devices that are battery operated; the technology is more sophisticated, may require more training, and has a higher cost than low-tech assistive technology
A. Mid-Tech
B. High-Tech
C. Low- or Light-Tech
A. Mid-Tech
assistive technologies are sophisticated devices and tools and are commonly associated with computer-based technology. High-tech assistive technology is considered to have a higher cost and require more training
A. Low- or Light-Tech
B. High-Tech
C. Mid-Tech
B. High-Tech
generally tools or devices that are low in cost, require less training, and are typically not sophisticated
A. High-Tech
B. Low- or Light-Tech
C. Mid-Tech
B. Low- or Light-Tech
Assistive technologies are usually electronic devices used by students with disabilities.
True
False
False
An IEP team should first consider low-tech devices before considering any other category of devices.
True
False
True
Power Wheelchair, Tablet Computer
A. Low- or Light-Tech
B. Mid-Tech
C. High-Tech
C. High-Tech
Handheld Magnifiers, Mini Whiteboards, Manual Wheelchair, Gritty-textured Pen
A. Low- or Light-Tech
B. Mid-Tech
C. High-Tech
A. Low- or Light-Tech
Basic Calculators, Talking Watch
A. Low- or Light-Tech
B. Mid-Tech
C. High-Tech
B. Mid-Tech
Which of the following is an appropriate AT tool to address a need in the area of writing?
A. Handheld Magnifier
B. Manual or computer-based concept maps
B. Manual or computer-based concept maps
Which of the following is an appropriate AT tool to address a need in the area of reading?
A. Finger-grip pen
B. E-text readers
B. E-text readers
Which of the following is an appropriate AT tool to address a need in the area of math?
A. Calculators
B. Closed-caption TV
A. Calculators
What feature of the handheld magnifier makes this an appropriate AT tool for reading?
A. It makes the text larger
B. Students can hold it with one hand
A. It makes the text larger
What feature in a speech-to-text device makes it an appropriate AT tool for writing?
A. Students can speak into the device and the device writes the speech that’s spoken
B. Students can listen to their words read back to them
A. Students can speak into the device and the device writes the speech that’s spoken
Johnny is a student in Mrs. Barnett’s 5th grade class. Johnny has an IEP and receives special education services for a hearing impairment. Johnny’s IEP concludes that he needs a new personal FM listening system since the old one he’s had since first grade no longer meets his hearing needs. The new FM system is highly computerized and is far more technologically advanced than Johnny’s previous device. As soon as Mrs. Barnett receives the new system she straps it on over her shoulder and proceeds to operate in the same way she did the old FM listening system. Days later, the special education teacher tells Mrs. Barnett that Johnny reported that Mrs. Barnett isn’t using the new device. Mrs. Barnett expresses surprise, but realizes she did not set up the system correctly after the special education teacher reviews the set-up process with her.
A. Training
B. Stigmatization
C. Cost
A. Training
About two weeks after Johnny started using his new FM listening system to aid his hearing, Mrs. Barnett reports to the special education teacher, Mr. Wright, that she did some research and found that there is an additional software that would allow the FM system to automatically record her so that Johnny could listen to her lessons on his own time and at his own pace. Mr. Wright tells her he is aware of the software and that the IEP team did consider it. Mr. Wright adds that while he would love to recommend this additional software, Johnny’s current hearing needs do not warrant the additional expense.
A. Training
B. Stigmatization
C. Cost
C. Cost
Mrs. Barnett notices that sometimes Johnny removes the FM system from his ears, especially during small group work. He tells her that students tend to ask him too many questions about the new device during small group work. He finds the attention on him and the device distracting. She encourages Johnny to keep the device on at all times.
A. Training
B. Stigmatization
C. Cost
B. Stigmatization
Nicky Blake’s mom arrives at the IEP meeting with a list of assistive technology devices she believes her daughter needs to help with her difficulties in math. In addition to the electronic talking calculator, Mrs. Blake’s list includes a tablet computer and an electronic word-processor. The rest of the IEP team agrees that while the tablet computer could be used to meet Nicky’s math needs, the talking calculator would also be appropriate as it is able to synthesize and read aloud numbers, symbol, and/or operations, all areas in which Nicky currently struggles. Because the IEP team is required to first consider the least expensive device that appropriately addresses a student’s needs, the team recommends the talking calculator instead on the tablet.
A. Training
B. Stigmatization
C. Cost
C. Cost
Despite having the talking calculator, Nicky continues to struggle in math. The teacher realizes that Nicky does not use the calculator as often as she should. The teacher also observes that Nicky often does not know how to input certain symbols into the calculator. This slows her down during math class and often hinders her from completing her classwork.
A. Training
B. Stigmatization
C. Cost
A. Training
Nicky operates at a slower pace during math class due to her use of the talking calculator. Because of this, many of her peers do not like to work with her in fear that the ‘calculator’ girl will slow them down.
A. Training
B. Stigmatization
C. Cost
B. Stigmatization
Because of their versatility, app-friendly tablet computers such as the iPad are one of the best devices used as an assistive technology.
True
False
False
